8. if an atom has 35 protons in the nucleus, how many electrons will it have orbiting the
nucleus?

4.) metal

"-the movement of carbon from the nonliving environment into living things and back to the environment

-carbon is the essential component of proteins, fats, and carbohydrates (which make up all organisms)

-carbon exists in air, water, and living organisms

-producers convert carbon dioxide in the atmosphere into carbohydrates during photosynthesis

-bacteria in the atmosphere cycles through the system in filtration units

-in cellular respiration, carbon is released back into the atmosphere as carbon dioxide

-some carbon is stored in limestone (forming one of the largest "carbon sinks" on earth)

-largest carbon reservoir on earth= limestone

-carbon stored in the bodies of organisms as fat, oils, or other molecules may be released into the soil or air when the organism dies

-this may form deposits of coal, oil, or natural gas (fossil fuels, which increased the atmospheric carbon dioxide)

-fossil fuels store carbon left over from bodies of organisms that died millions of years ago

-they are located in the surface of earth, deep within the earth and beneath the ocean floor."    

picture a world where computers are building made-to-order personalized robotic arms and synthetic organs, drones are circulating above mars! due to the rapid growth of technology, the future has never been more unpredictable, and it presents a huge challenge in education: we are teaching students how to work in a future that we have never been unsure of. it is widely predicted that in eight years’ time, there will be more jobs in the fields of science, mathematics, technology and engineering than in any other discipline. and, as the technology continues to develop, it will soon become clear that addressing social problems will involve more innovative thinking, and analytical and technical knowledge than ever before. undeniably, there are no subjects that encourage innovative and creative thinking, deep thought, problem solving and independence more than the stem subjects. while it is widely commented on that there is a need to reimagine the ways stem subjects are taught in schools by embracing a more interactive and innovative approach to appeal to more students, it should come as no surprise that some of the most reputable educational organizations in the world are already implementing changes to embrace stem. harvard, for example, announced in 2014 that they were increasing their computer science faculty by over 50% and has since introduced computer science as a core subject for all freshmen. the urgency of supporting stem subjects at a young age is becoming more relevant than ever, as adopting a keen interest in the curricula needs to happen early. however, beyond the age issue is one of gender.

let me know if you need more